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Full-Text Articles in Education
Parent Perspectives Of A Dialogic Book Reading Workshop, Camille Slocum
Parent Perspectives Of A Dialogic Book Reading Workshop, Camille Slocum
Theses and Dissertations
The purpose of this study is to identify how parents perceive dialogic book reading workshops that they participate in, and how cultural backgrounds affect these perspectives. Four native English-speaking mothers, and one Spanish-speaking mother with preschool-age children participated in this study. After two dialogic book reading workshops, parents participated in focus groups to discuss their perceptions. Participants noted three positive themes including motivators like incentives and childcare, positive influences, and effective adaptations in their reading routines with their children, and how the workshops were structured with helpful facilitators, supplemental materials, and content. Participants suggested various ideas for improvement. The Spanish-speaking …
What Happened To My Son: Parent Perspectives Of African American Male Students And Their Out-Of-School Suspensions During Middle School, Faith Ivey
Master's Theses and Doctoral Dissertations
The purpose of this study was to gain and examine the parent and caretaker perspectives of African American male students and their out-of-school suspensions during middle school. African American male students are similar to an archipelago; although this group of students are a part of the school, they are slowly drifting away. The participants in this study included six African American parents from Midwestern Michigan whose sons did not primarily experience out-of-school suspensions prior to middle school. All of the participants voluntarily provided candid insight and background information on their son’s agency and school experience. The parents also provided school-related …
Understanding The Knowledge And Attitudes Of Parents Of Students With Limited English Proficiency Towards Standardized Testing, Michele P. Tiedemann
Understanding The Knowledge And Attitudes Of Parents Of Students With Limited English Proficiency Towards Standardized Testing, Michele P. Tiedemann
Seton Hall University Dissertations and Theses (ETDs)
State and federal regulations mandated standardized testing of students, including disadvantaged students: economically disadvantaged students, students with disabilities, and students with Limited English Proficiency (LEP). The results of the standardized tests were used for the accountability of school districts by way of state and federal reports, resulting in standardized testing also being referred to as high-stakes testing. Standardized testing was criticized for a number of reasons, including holding teachers accountable for students’ scores (Ysseldyke et al., 2004) and subjecting students to stress and anxiety brought on by the demands of standardized testing (Albrecht & Joles, 2003; Von der Embse & …
Hablando De La Herida: Honoring Spanish-Speaking Parents’ Experiences Obtaining School-Based Speech And Language Services For Their Children, Amalia W. Hernández
Hablando De La Herida: Honoring Spanish-Speaking Parents’ Experiences Obtaining School-Based Speech And Language Services For Their Children, Amalia W. Hernández
LMU/LLS Theses and Dissertations
This study examines the experiences of Spanish-speaking Latino/a parents in their attempts to obtain school-based speech and language services for their children; the impact of these experiences on parents; and parent perspectives on how school-based speech-language pathologists can co-create collaborative relationships. Through a detailed analysis of a focus group and individual interviews of 31 Spanish-speaking parents of children in the REAAD! (Reaching Educational Achievement and Development) Literacy Enrichment Program at a university in Los Angeles, California, this study provided a space for parents to share their experiences and offer insights regarding what shaped their experiences. Through the theoretical lens of …
Parent Perspectives On Preparing Students With Intellectual Disabilities For Inclusive Postsecondary Education, Jeff C. Sheen
Parent Perspectives On Preparing Students With Intellectual Disabilities For Inclusive Postsecondary Education, Jeff C. Sheen
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
More and more students with intellectual disabilities (ID) have the opportunity to participate in a college experience by attending an inclusive postsecondary education program specifically designed to support these students. The goal of these programs is to help students with ID improve their opportunities to find employment that matches their interests, live more independently and enjoy a higher quality of life. To get the most out of their college experience, students with ID need to develop certain personal skills, knowledge, and attributes that will help them be better prepared for a college-based program. The parents of students with ID that …
High Stakes Testing In Louisiana: An Analysis Of The Disparate Impact On Black And White Eighth Grade Students And The Perspectives Of Parents, Monica L. Mancuso
High Stakes Testing In Louisiana: An Analysis Of The Disparate Impact On Black And White Eighth Grade Students And The Perspectives Of Parents, Monica L. Mancuso
LSU Doctoral Dissertations
Standards based reform (SBR) measured by LEAP for the 21st Century (LEAP 21), the high stakes testing program in Louisiana, was explored across rural, suburban, and urban school community types. Differences in scores of Black and White eighth graders on LEAP 21 were analyzed using a multivariate analysis of variance (MANOVA), revealing race and the interaction of race and community type to be statistically significant at p< .05. Black students did not score as well as White students when scores were analyzed by pass/fail and achievement level differences. The percentage of Black students passing the test increased at rates greater than White students when scores from magnet schools were included. Parents of eighth graders disagreed with the use of a single criterion for promotion. Parents said the instruction students received, pace of instruction, and stress of testing negatively affected student performance with the result that their children considered a Graduate Equivalency Diploma (GED) or quitting school. Parents agreed that affluence and the level of family support affected students’ test performance. Some parents also believed it was unfair that non-public school students were not required to take or pass such tests and some parents considered enrolling their child in a non-public school to avoid the consequences of the state testing program.